In this greatly expanded and extensively updated edition of a widely popular resource you see how teachers' individual and collective capacities for continuing self-improvement are strengthened over time through Cognitive Coaching. You gain essential skills, protocols, guidance, research and resources to use when implementing Cognitive Coaching principles and values in your own school setting.

Toward the goals of making schools better places where more students succeed and satisfaction in learning and teaching prevail, Costa and Garmston let you know about their own learning, and how new research and practice can support individuals and schools in reaching higher, more satisfying, and more holistic performance. Organized into four sections, the book makes the concepts clear!

You see clearly the meanings of cognitive coaching . . . you learn the basics of teaching excellence . . . you get strategies and tactics for engaging in coaching . . . and you see how to integrate Cognitive Coaching throughout the system . . .

In this greatly expanded and extensively updated edition of a widely popular resource you see how teachers' individual and collective capacities for continuing self-improvement are strengthened over time through Cognitive Coaching. You gain essential skills, protocols, guidance, research and resources to use when implementing Cognitive Coaching principles and values in your own school setting.

Toward the goals of making schools better places where more students succeed and satisfaction in learning and teaching prevail, Costa and Garmston let you know about their own learning, and how new research and practice can support individuals and schools in reaching higher, more satisfying, and more holistic performance. Organized into four sections, the book makes the concepts clear!

You see clearly the meanings of cognitive coaching . . . you learn the basics of teaching excellence . . . you get strategies and tactics for engaging in coaching . . . and you see how to integrate Cognitive Coaching throughout the system . . .